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Combining Self-Monitoring and an Interdependent Group Contingency to Improve the Behavior of Sixth Graders with EBD
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Denune, Hilary; Hawkins, Renee; Donovan, Lauren; Mccoy, Dacia; Hall, Lyndsie; Moeder, Anthony – Psychology in the Schools, 2015
A withdrawal design was used to examine the influence of a self-monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth-grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on-task, off-task,…
Descriptors: Grade 6, Emotional Disturbances, Behavior Disorders, Time on Task
The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related and Oppositional Behaviors
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Minahan, Jessica – Harvard Education Press, 2014
Since its publication in 2012, "The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students" has helped countless classroom teachers, special educators, and others implement an effective, new approach to teaching focused on skill-building, practical interventions, and purposeful, positive interactions…
Descriptors: Student Behavior, Behavior Problems, Intervention, Anxiety Disorders
Check In/Check out: Effects on Students with Emotional and Behavioral Disorders with Attention- or Escape-Maintained Behavior in a Residential Facility
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Swoszowski, Nicole Cain; Jolivette, Kristine; Fredrick, Laura D.; Heflin, L. Juane – Exceptionality, 2012
Check In/Check Out (CICO) is a secondary tier intervention for those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports. The present study extended the implementation of CICO to six students with emotional and behavioral disorders in a residential facility whose behaviors were maintained…
Descriptors: Behavior Disorders, Residential Institutions, Intervention, Emotional Disturbances
Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD
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Allday, R. Allan; Hinkson-Lee, Kim; Hudson, Tina; Neilsen-Gatti, Shelley; Kleinke, Andrew; Russel, Caroline S. – Behavioral Disorders, 2012
Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use…
Descriptors: Behavior Disorders, Positive Reinforcement, Emotional Disturbances, Educational Strategies
The Effects of Positive Verbal Reinforcement on the Time Spent outside the Classroom for Students with Emotional and Behavioral Disorders in a Residential Setting
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Kennedy, Christina; Jolivette, Kristine – Behavioral Disorders, 2008
To more effectively instruct the entire class, teachers of students with emotional behavioral disorders (EBD) often choose to send students who display inappropriate behavior out of the room. A multiple baseline across settings was used to evaluate the effects of increasing teacher positive verbal reinforcement on the amount of time 2 students…
Descriptors: Suspension, Behavior Disorders, Positive Reinforcement, Verbal Communication
Validation of the Systematic Screening for Behavior Disorders in Middle and Junior High School
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Caldarella, Paul; Young, Ellie L.; Richardson, Michael J.; Young, Benjamin J.; Young, K. Richard – Journal of Emotional and Behavioral Disorders, 2008
The Systematic Screening for Behavior Disorders (SSBD), a multistage screening system designed to identify elementary school--age children at risk for emotional and behavioral disorders, was evaluated for use with middle and junior high school students. During SSBD Stage 1, teachers identified 123 students in grades 6 through 9 with…
Descriptors: Grade Point Average, High Risk Students, Behavior Disorders, Interrater Reliability